Analyzing Objects
Porcelain
Musket Ball
Smallpox
Nail
Reaper
Shirtwaist
Transistor
Coffee
Record
Tire
Dishwasher
Dress
Stereograph
Stone
Shoe
Question 1:
History is complex and has many interpretations that should be explored when learning about a topic. Historical thinking is using artifacts, documents, and other evidence to critically think/analyze/synthesize about historical events and individuals.
Question 2:
Objects can help give details about a person or events that can be lost when generally learning about a topic. Many items may seem unfamiliar to us and it is like a puzzle thinking about what they are and what they can tell us about a person or time period.
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Module Id: 689
User Id: 1432
Submitted: Monday, March 2, 2020 - 10:55
Question 1:
I notice:
-black and white image
-circle/cellular looking images
-bottom left image is more detailed than other items
-title says small pox
-possible petridish or from microscope slide
-black and white image
-circle/cellular looking images
-bottom left image is more detailed than other items
-title says small pox
-possible petridish or from microscope slide
Question 2:
Smallpox was a disease common in American history prior to Edward Jenner discovering the vaccination. This disease could kill individuals or leave them with permanent damage. The study of this disease would relate to the scientific revolution and improvements in sanitation and medicine.
Redirect: /content/smallpox-resources
Module Id: 954
User Id: 1432
Submitted: Monday, March 2, 2020 - 12:48
Question 1:
It is a a photograph of 2 women in white dresses. The sash says women's suffrage and there are decorated automobiles in the background so it may have been a parade they were partaking in.
Question 2:
It shows the origin of women wearing white. It shows protesting, grassroots movements, and is part of the history of women's suffrage.
Redirect: /content/dress-resources
Module Id: 1075
User Id: 1432
Submitted: Wednesday, March 4, 2020 - 14:47
Question 1:
It is a photograph of a kitchen. Looks like a dish washer. Maybe this is around the 1940s?
Question 2:
This can relate to history socially. Looking at what people have and maybe what their day to day experiences may be.
Redirect: /content/dishwasher-resources
Module Id: 1093
User Id: 1432
Submitted: Wednesday, March 11, 2020 - 10:43
Question 1: It looks old, is not perfectly round.
Question 2:
This object can relate to medicine or the weapons used during different conflicts.
Redirect: /content/musket-ball-resources
Module Id: 955
User Id: 1432
Submitted: Wednesday, March 11, 2020 - 10:56
Question 1:
It is a photo of a white striped shirt with buttons and a tightly tied waste. Looks like a woman's shirt.
Question 2:
It can relate to who is wearing it and what wearing this symbolizes to others who see you. Possibly innovations in the textile industry.
Redirect: /content/shirtwaist-resources
Module Id: 950
User Id: 1432
Submitted: Wednesday, March 11, 2020 - 11:18
Question 1: These look like nails that have been dug up.
Question 2: Occupation of a blacksmith, how buildings were constructed, need for iron ore?
Redirect: /content/nail-resources
Module Id: 953
User Id: 1432
Submitted: Wednesday, March 11, 2020 - 12:37
Question 1: Old can of coffee. Has rust and has been roughed up.
Question 2: Industrial Revolution, Economics, Colombian Exchange/Triangle Trade
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Module Id: 1147
User Id: 1432
Submitted: Wednesday, March 11, 2020 - 13:16
Question 1: Dirty shoes that look well worn.
Question 2: Who wore these?
Redirect: /content/shoe-resources
Module Id: 1002
User Id: 1432
Submitted: Wednesday, March 11, 2020 - 13:37
Question 1:
Historical thinking is using artifacts to tell us more about historical events and persons in the past. They can add more details to an event. It is important to look at the context, size, location, and meaning of each document.
Question 2:
You can have students get together in groups or as individuals to look at different objects related to the topics you are teaching. By having them look at what they see, what they know, and what information they cannot see(bias), they can think about what the artifacts tell us/or dont tell us. It adds more context.
Redirect: /content/connections-essay-historical-thinking
Module Id: 689
User Id: 1432
Submitted: Monday, March 2, 2020 - 11:44
Question 1:
Smallpox crosses over several units. You see it go back to the Egyptians all the way through the 20th century. It shows an evolution of medicine and understanding. We started with the quarantining laws, then moved to inoculations, and finally we got to test out a vaccine. It was interesting that more died from this disease than actual fighting in the American Revolution. Instead of just saying small pox killed native american and that Jenner was the discoverer of the vaccine...you can use documents to tell the story of how people learned about and attacked a real fatal disease we do not really have to deal with today. It also showed the struggle of people had during different historical periods.
Question 2:
Benefits is that it allows us to talk about many underrepresented people. We talk about the Native Americans as a group that were effected by the disease. It was a slave who has been inoculated in Africa that inspired using inoculations in America. Drawbacks of using disease as a lens is that it takes place over a large span of time so it doesn't always fit perfectly packaged into one unit of study.
Redirect: /content/connections-essay-smallpox
Module Id: 954
User Id: 1432
Submitted: Monday, March 2, 2020 - 13:33
Question 1:
As we look at women in congress today, some where white to show solidarity and the need for more women representation. Here it shows that dresses that they once wore used to be made by hand...but through industrialization they became freer. Like today, when we open opportunities to help business owners, immigrants, and people in low income area, we hope to free them from unfair chains to give them a better shot at making it. This also show changes in cultural norms. Women were only allowed to wear dresses, and you see woman fighting back these norms. Why should people tell us what to wear? We should have just as many options at mean do when it comes to clothing, but also in voice/opportunities.
Question 2:
More diary entries. Maybe from suffragettes in different countries to compare their issues/strategies. Read about the Woman's Mark on Wilson's inaugural day. More advertisements/cartoons to see the different perspectives.
Redirect: /content/dress-connections-essay
Module Id: 1075
User Id: 1432
Submitted: Wednesday, March 4, 2020 - 14:57
Question 1:
It is an example of the division between Americans and the Soviet Union. I had never heard of Kruschev actually making fun the the US for our "laziness." This is also a symbol of how the labor force shifted between peace and war.
Question 2:
I knew that we had sent money through the Marshall plan to help struggling countries, but did not think about how by bringing them out of poverty, we were actually creating markets for the products we were now selling. I never thought about how these gadgets really seem to be the beginning of materialism here in the US. The Coca Cola Santa is around the 1950s and from there, Christmas has become more and more comercialized.
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Module Id: 1093
User Id: 1432
Submitted: Wednesday, March 11, 2020 - 10:52
Question 1:
It links to military history. We learn about the evolution of guns and war strategies.
Question 2:
Looking at the Articles of Confederation, diaries of soldiers and generals of the time, and training guides of the time. Possibly look at battle statistics and medical history.
Redirect: /content/musket-ball-connections-essay
Module Id: 955
User Id: 1432
Submitted: Wednesday, March 11, 2020 - 11:05
Question 1:
This relates to a specific industry in the Unitied States during the Industrial Revolution. It relates to women in the work place, women's rights, labor unions, fire safety, and an example that helped push the US into reforming and creating progressive laws.
Question 2:
What other industries were affected? Child Labor laws? Famous Unions in the area? How aware were people of the working conditions. Did people not know how bad off or was it just from negligence and oppression from the privilege.
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Module Id: 950
User Id: 1432
Submitted: Wednesday, March 11, 2020 - 11:42
Question 1:
It relates to how people lived and what they considered modern lodgings. By mass producing they were helping more to afford houses they would not have been able to afford before.
Question 2:
People were mobile and not living in places for long. This helped them to built homes they wanted, quickly and cheaper. Clothing, automobiles, canned food could be another story that shows how mass production changed things.
Redirect: /content/nail-connections-essay
Module Id: 953
User Id: 1432
Submitted: Wednesday, March 11, 2020 - 13:11
Question 1:
Shows changes in US marketing. Transition from preWWII to Post when people are looking at convenience. It can be helpful to keep so when food shortages happen, you are set.
Question 2:
The advertisement might exaggerate a gendernorm that was not a popular belief but instead something that the company was trying to sell to you.
Redirect: /content/coffee-connections-essay
Module Id: 1147
User Id: 1432
Submitted: Wednesday, March 11, 2020 - 13:33
Question 1:
It relates to military history and also standard of living. People who were issued this became accustomed to having them where as some originally may not have had shoes.
Question 2:
Reconstruction Plans, Diary/Journals of important and everyday individuals, records from cobblers and how many shoes they provided
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Module Id: 1002
User Id: 1432
Submitted: Wednesday, March 11, 2020 - 14:02
Title: Classroom uses
Grade Level: High
Short Answer:
Documents and images of artifacts should be used in each unit to add more "why" and "how" to facts we know. This can be done using PowerPoint slides of images, real artifacts, or websites. Numerous museums have online databases. I think it was interesting to note that images can have bias in just how they are presented. For example, the piece of gold looking so large in an image when in reality, it is quite small. You would see the size in the museum, but if you only looked at the online image, it could affect your interpretation.
Students should start with describing what they see and identifying if a primary or secondary source. From there they can then start to analyze to see what further an artifact/documents can contribute to the lesson.
Objects can be discussed as a class, in groups, in pairs, or individually.
Students should start with describing what they see and identifying if a primary or secondary source. From there they can then start to analyze to see what further an artifact/documents can contribute to the lesson.
Objects can be discussed as a class, in groups, in pairs, or individually.
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Module Id: 689
User Id: 1432
Submitted: Monday, March 2, 2020 - 12:26
Title: Small Pox Strategies
Grade Level: High
Short Answer:
I would like to possibly add a slide to my notes to show the progression of small pox during the course. It would be relevant as we talk about early civilization demises, early trading, early laws, the revolutionary war up through the part of the notes we teach Edward Jenner's discovery of the vaccine. Maybe we could put the documents all together and at that point, have students do a quick document analysis and summary question that makes them see that this disease was not a once in history note, but a subtopic that existed over several centuries and had an effect on historical events and policies.
Redirect: /content/smallpox-wrap
Module Id: 954
User Id: 1432
Submitted: Monday, March 2, 2020 - 13:56
Title: Suffrage Padlet
Grade Level: High
Short Answer:
Using padlet I would have small groups of students create a Women's Suffrage presentation. They would include a timeline of events. They would make an infographic using Canva. They will do a bio on one suffragette. They would do a comparison between different movements of their choice(by person, group, country).
Student can be given content, access to these documents, and the internet to find images to support.
I would then lead a class discussion that allows students to talk about what they learned and to answer questions like those listed below.
1. What were major events happening around the same time (wars, civil rights movement)? How did they affect the movement?
2. Compare different suffrage movements(by organizations, suffragettes, countries)
3. Maybe do a bio on one of the suffragettes?
Overall I would have them explore documents and content and come up with conclusions :)
Student can be given content, access to these documents, and the internet to find images to support.
I would then lead a class discussion that allows students to talk about what they learned and to answer questions like those listed below.
1. What were major events happening around the same time (wars, civil rights movement)? How did they affect the movement?
2. Compare different suffrage movements(by organizations, suffragettes, countries)
3. Maybe do a bio on one of the suffragettes?
Overall I would have them explore documents and content and come up with conclusions :)
Redirect: /content/dress-wrap
Module Id: 1075
User Id: 1432
Submitted: Wednesday, March 11, 2020 - 09:02
Title: Classroom Uses
Grade Level: High
Short Answer:
Unlike some of the modules I have completed, I think I would not focus a whole activity on this. I might just use the image and ask similar questions to see how the students think the dishwasher relates to history. I could do this during the Cold War notes. It could be fun to look at some old advertisements of different products that were popular around the time. To also look at gender roles and to see what has changed, and what has stayed the same.
Redirect: /content/dishwasher-wrap
Module Id: 1093
User Id: 1432
Submitted: Wednesday, March 11, 2020 - 10:55
Title: Standing Army
Grade Level: High
Short Answer:
I would probably talk about this within my notes (include some of or similar images used here) and in a class discussion. When I teach WWI we talk about how drastic the change was in comparison to how they fought previously. I talk about guerrilla warfare and militia during earlier wars. Here are some other topics I would like to explore with the students.
1. Purpose/need of standing army
2. Weaknesses of Militia
3. Reason for early battle techniques(elbow to elbow)
1. Purpose/need of standing army
2. Weaknesses of Militia
3. Reason for early battle techniques(elbow to elbow)
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Module Id: 955
User Id: 1432
Submitted: Wednesday, March 11, 2020 - 11:15
Title: Triangle Shirt Waist
Grade Level: High
Short Answer:
When I teach the Industrial Revolution and the Progressive Era I like to give several examples of problems society is facing socially. I have students do a document analysis walk about. There might be a news article of the Triangle Shirt waist Fire, or an excerpt from "The Jungle". The documents with information placards are taped on the walls all around the classroom.
At the end, we discuss what they learned and we complete our notes. I will be adding some things from this. I liked this particular module!
At the end, we discuss what they learned and we complete our notes. I will be adding some things from this. I liked this particular module!
Redirect: /content/shirtwaist-wrap
Module Id: 950
User Id: 1432
Submitted: Wednesday, March 11, 2020 - 12:24
Title: Nails
Grade Level: High
Short Answer:
I think I learned some new information here that I could use within lectures (crazy to think people burned homes to get nails), but unlike other modules, I do not think I would do a specific activity with this. I could select a couple images to highlight in my notes and then ask students the last question....Can they think of other items that changed things through mass production?
Redirect: /content/nail-wrap
Module Id: 953
User Id: 1432
Submitted: Wednesday, March 11, 2020 - 13:14
Title: Advertisements
Grade Level: High
Short Answer:
Probably not related to content specifically, but I would like to look at pre and post WWII advertisements to compare the messages being sent out. I would also like to use the last question which asks what are the limitations of using these as evidence in describing gender norms in the two different decades. This could be a class discussion or a document based essay that students complete for a summative grade.
Redirect: /content/coffee-wrap
Module Id: 1147
User Id: 1432
Submitted: Wednesday, March 11, 2020 - 13:35
Title: Shoes
Grade Level: High
Short Answer:
This would be helpful with adding context to the war. I had no idea these cobblers had to make so many from scratch(no standard sizing). We can pick a couple different examples in US history that show the growth of government---New Deal, Vietnam Draft, Internment camps, Gov nuclear testing..maybe have the students pick a topic, research it, then write their opinion on if they feel it is necessary for the government in this case to expand.
Redirect: /content/shoe-wrap
Module Id: 1002
User Id: 1432
Submitted: Wednesday, March 11, 2020 - 14:24